This tutorial will teach you how to paint an ombre canvas painting in 5 easy steps. You can use the ombre design as a background for quotes or lyrics, to create the look of a sky, or hang it right on the wall!

Hey guys! I am in the (long) process of rewriting all the DIY posts that were lost when the blog crashed. Fortunately, this one should be easy, because I made a YouTube tutorial video to accompany the post! It’s probably easiest to watch the video, but I’ve also got step-by-step instructions and links to products below.

This tutorial is pretty simple. Follow it and you’ll have an ombre background in 5 minutes!

Lay down your drop cloth and change your clothes– this could get messy! Squeeze out a big pile of each color of paint separately on your pallet. Add a squirt of the retarder to each paint color if you’re using it. Keep the jar of water handy to put your used brushes into.

Start with your lighter color paint and your wide paint brush. Using even, horizontal strokes,
paint thelighter color on the bottom 1-2 inches of the canvas
. Paint along thebottom edge as well. Try to load the paint on thick and allow theexcess paint to gather on the sidesof the canvas. This will make it easier to paint the sides later!
Always paint in the same direction, horizontally.

paint thelighter color on the bottom 1-2 inches of the canvas
Always paint in the same direction, horizontally.

Add a
small amount of color #2 (blue) to color #1 (white)
on the pallet. Add this color
just above color #1 and begin to blend
back and forth into color #1, until you can’t notice a line between the two.

small amount of color #2 (blue) to color #1 (white)
just above color #1 and begin to blend

Remember, always move in even, horizontal strokes. Keep moving the brush back and forth on the canvas until the colors are blended seamlessly.

Continue this process the entire way up the canvas:
add a little more of color #2 (blue) and work it into color #1 (white) using even, horizontal strokes
.

Drill and practice courseware is based on the model of
computer as tutor
(Taylor 1980)
. In other words the computer serves as a vehicle for delivering instructional materials to the student. The rationale behind drill and practice was not totally spurious, which explains in part the fact that CALL drills are still used today. Briefly put, that rationale is as follows:

Based on these notions, a number of CALL tutoring systems were developed for the mainframe computers which were used at that time. One of the most sophisticated of these was the PLATO system, which ran on its own special PLATO hardware, including central computers and terminals. The PLATO system included vocabulary drills, brief grammar explanations and drills, and translations tests at various intervals
(Ahmad, Corbett, Rogers, Sussex 1985)
.

In the late 1970s and early 1980s, behavioristic CALL was undermined by two important factors. First, behavioristic approaches to language learning had been rejected at both the theoretical and the pedagogical level. Secondly, the introduction of the microcomputer allowed a whole new range of possibilities. The stage was set for a new phase of CALL.

The second phase of CALL was based on the communicative approach to teaching which became prominent in the 1970s and 80s. Proponents of this approach felt that the drill and practice programs of the previous decade did not allow enough authentic communication to be of much value.

Another critic of behavioristic CALL, Vance Stevens, contends that all CALL courseware and activities should build on intrinsic motivation and should foster interactivity - both learner-computer and learner-learner
(Stevens 1989)
.

Several types of CALL programs were developed and used during this the phase of communicative CALL. First, there were a variety of programs to provide skill practice, but in a non-drill format. Examples of these types of programs include courseware for paced reading, text reconstruction, and language games
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. In these programs, like the drill and practice programs mentioned above, the computer remains the "knower-of-the-right-answer"
(Taylor Perez 1989:3)
; thus this represents an extension of the
computer as tutor
model. But - in contrast to the drill and practice programs - the process of finding the right answer involves a fair amount of student choice, control, and interaction.

In addition to
computer as tutor,
another CALL model used for communicative activities involves the
computer as stimulus
(Taylor Perez 1989:63)
. In this case, the purpose of the CALL activity is not so much to have students discover the right answer, but rather to stimulate students' discussion, writing, or critical thinking. Software used for these purposes include a wide variety of programs which may not have been specifically designed for language learners, programs such as
Sim City
,
Sleuth
, or
Where in the World is San Diego?
(Healey Johnson 1995b)
.